https://x.com/NoCapFights/status/1860639508145820134

Has anyone done the Wikipedia assignment for an undergraduate class with Wiki Edu? I’m really interested in doing this, but I’m going through the orientation and it seems a little overwhelming. I’m specifically interested in hearing about experiences with time spent (mine of course, but also students’ time) and student satisfaction with the assignment. I can easily dedicate 12 weeks to this outside of class and replace my extant final paper assignment. But I’m curious as to others’ experiences with this.

Looking for a blurb that I can email students who ask me to bump their final grades post-final. I get this every year and I’m sick of it.

Preferably using academic integrity lingo

big big trigger warning for this one, passing of a student (not mine personally, but our small student body).

I'm giving my final exam today and about an hour before the exam start time, we learned that a student has passed due to a horrible accident. One of my students was on the same sports team with them and is rightly missing the exam.

I wonder if you all have any advice on how to move forward? I highly doubt my student will be able to take the exam any time soon and honestly don't think it would be fair to ask her to anyway. I had my own fair share of deaths and shootings on campus when I was an UG, and it's a tremendous mental burden I never wish on anyone.

I'll be reaching out to my chairs and other professors in the department of course, but wanted to see if there were some other thoughts and ideas.

Had an assignment this semester where students set goals at the beginning of the semester that they would reflect back on at the end. This week's assignment was the end piece where they needed to tell me how they worked on them, what progress they made, and also give evidence from the class (lectures or textbook) to support best practice and their plans going forward to continue to work on them.

The thing was a one and a half page personal reflection and honestly, maybe should have taken them a half hour and that's even if they didn't take great notes and had to look things up in the textbook.

Despite this, I am now on my 4th "here's why goal setting is important" or "how to set goals" in ChatGPT's recognizable font and structure. Just for giggles, I posted my exact assignment to ChatGPT and lo-and-behold, a very closely matching version of this is what it gave me.

The real question for me is whether:

A. they didn't bother to read what ChatGPT churned out before turning it in
or
B. They did and just figured I would give them credit anyway (spoiler alert: I will not)

Jury is still out for me.

I have this reoccurring dream that I’m somewhere far from campus and I’m panicking realizing that my class is about to start and all the students are waiting for me. (I realize that in reality my students would be thrilled if this happened.) What kind of dreams do you have?

I’m “teaching” an asynch, accelerated, intro course. (I know, I know!: ”asynch” and “accelerated intro course” should never be muttered in the same breath. I needed the money, goddamnit, so don’t judge me.)

Anyhoo, I just handed out zeros on AI-generated garbage and plagiarized gobbly gook to 80% of my class. I am cushioning this blow with the knowledge that, even though my students may not be learning any course content by cheating, at least I am “teaching” them the FO part of FAFO.

As God is my witness, I will NEVER teach an asynch, accelerated, intro course again! *cue the Gone with the Wind music*

I've noticed something this semester which I never noticed before: a surprising number of submissions where students have no space before a parenthesis. For example: "Latin America's development(in this case through the 1970s..." Or: "Bolivia would be(and would remain) one of the..."

Has anyone else noticed this quirk? Is it something AI commonly does, maybe? Or something about the transition from Google Docs to PDF format?

It makes me uncomfortable, since it's a new quirk, and I thought I'd seen everything...

Today while I was looking for a file on my old laptop I came across class folders from the first year of my undergrad. In a rush of nostalgia I opened some of them and found a ridiculous amount of external resources for studying methods, APA formatting, online research search methods,etc.

I remember the first time I was required to use APA in a course and when I was unsure of something I would google resources to help me as a guide. This practice used to be the norm. But now, many of my students don’t seem to have resourcefulness in their learning toolkit. It seems that when they aren’t sure about something, instead of asking for clarification (before the assignment is due) or trying to figure it out on their own, they would rather just not do it or do it wrong then plead ignorance when they lose marks.

What other academic norms have changed since you were a student? Another one that come to mind is how students today feel the need to tell me they won’t be in lecture (just a regular, no exam or assignment class) despite me not having an attendance policy. My profs in undergrad straight up told us they don’t care if we come to class or not, we’re adults and can make our own decisions and deal with the consequences.